INTRODUCTION
Rationale of the research
English has emerged as a global language and a vital tool for international communication, significantly impacting education, economics, science, and industry To enhance learners' skills, innovative approaches are essential, and the use of Authentic Materials (AM) in English language learning has garnered attention from researchers and educators alike Studies indicate that AM benefits learners in various areas, including communication, listening, and reading, while also positively influencing motivation in foreign language classrooms.
The literature on the application of Active Methodologies (AM) in education is scarce in developing countries such as Vietnam This study aims to fill this gap by examining teachers' perceptions of AM Findings indicate that both teachers and students in English as a Lingua Franca (ELF) contexts view learning through AM as a beneficial approach Furthermore, English teachers in Vietnamese state schools and educational centers should consider integrating AM into their teaching practices.
AM in teaching English with proper kinds and techniques
Augmented reality (AR) has become a valuable tool in educational settings, serving as a supplementary resource alongside traditional textbooks (Minaflinou, 2018) Studies indicate that AR effectively enhances English language skills by creating immersive, real-life learning experiences, allowing students to acquire and practice knowledge more efficiently.
Teachers face significant challenges when incorporating authentic materials (AM) in English instruction The effectiveness of students largely depends on teachers' ability to choose suitable resources, as inappropriate materials can lead to cultural conflicts Therefore, it is essential for educators to carefully evaluate and filter all materials intended for classroom use.
The younger generation in non-English speaking countries faces unique challenges in integrating accessible materials into their lessons Although resources like AM are widely available, effectively incorporating them into educational settings remains difficult Additionally, technical issues further hinder their usage in classrooms.
AM related to the Internet like videos or online papers (Wildanum, et al., 2020) Teaching process might be interrupted due to unpredictable reasons, namely connection loss or power cut
In Vietnam, the use of authentic materials (AM) in both public schools and English centers is limited, despite their availability online and in daily life (Khang, 2010) Teachers often prioritize textbooks as essential tools for teaching vocabulary and grammar, overlooking the valuable real-life knowledge that AM can provide This study aims to investigate the perceptions of English teachers at an English center in Hanoi regarding AM and their potential application in the classroom.
This research aims to explore the teachers’ perception about using AM in teaching young learners aged 9-10 at an English center in Hanoi, Vietnam
Two following questions are addressed:
1 How do teachers perceive Authentic Materials in teaching English to younger learners?
2 Why do they hold such perspectives about Authentic Materials?
1.5 Research Methodology and Research Scope
In this study, qualitative case study research is adopted to explore the perception of four foreign teachers of English towards the use of authentic materials to teach 9-
10 aged students at an English language center in Hanoi Interviewing with personal interview is the research instrument used to collect data for my study Personal
Three interviews are a widely utilized method in research, allowing direct personal questioning of respondents (QuestionPro.com) This approach enables researchers to tailor their surveys and capture notable comments or perspectives from interviewees A study was conducted focusing on an English center in Hanoi.
This study consist of five following chapters:
1 Chapter I - This chapter points out the rationale of the research, the background, the aim, the research questions, the scope, the methodology and the outline of the study
2 Chapter II - “Literature Review” which serves as a theoretical base deals with reviewing literature relevant to the topic and showing linkages between previous studies with the present one
3 Chapter III - “Research Methodology” reports the research methodology used in the study in terms of instrumentation, samplings, procedures of data collection and analysis
4 Chapter IV - “Findings and Discussion” presents the process of data analysis, presents relevant findings and raises a debate over what has been found above in the light of literature
5 Chapter V - “Conclusion, Implication and Recommendation” summarizes the results, presents implications inferred from participants’ answers and recommendation for future research.
Research Aim
This research aims to explore the teachers’ perception about using AM in teaching young learners aged 9-10 at an English center in Hanoi, Vietnam
Research question
Two following questions are addressed:
1 How do teachers perceive Authentic Materials in teaching English to younger learners?
2 Why do they hold such perspectives about Authentic Materials?
1.5 Research Methodology and Research Scope
In this study, qualitative case study research is adopted to explore the perception of four foreign teachers of English towards the use of authentic materials to teach 9-
10 aged students at an English language center in Hanoi Interviewing with personal interview is the research instrument used to collect data for my study Personal
Interviews are a widely utilized method for gathering information, involving direct personal questioning of respondents (QuestionPro.com) This approach allows researchers to tailor their surveys and capture notable insights and perspectives from interviewees A recent study was conducted at an English center in Hanoi, highlighting the effectiveness of this interview technique.
This study consist of five following chapters:
1 Chapter I - This chapter points out the rationale of the research, the background, the aim, the research questions, the scope, the methodology and the outline of the study
2 Chapter II - “Literature Review” which serves as a theoretical base deals with reviewing literature relevant to the topic and showing linkages between previous studies with the present one
3 Chapter III - “Research Methodology” reports the research methodology used in the study in terms of instrumentation, samplings, procedures of data collection and analysis
4 Chapter IV - “Findings and Discussion” presents the process of data analysis, presents relevant findings and raises a debate over what has been found above in the light of literature
5 Chapter V - “Conclusion, Implication and Recommendation” summarizes the results, presents implications inferred from participants’ answers and recommendation for future research.
Outline of the research
This study consist of five following chapters:
1 Chapter I - This chapter points out the rationale of the research, the background, the aim, the research questions, the scope, the methodology and the outline of the study
2 Chapter II - “Literature Review” which serves as a theoretical base deals with reviewing literature relevant to the topic and showing linkages between previous studies with the present one
3 Chapter III - “Research Methodology” reports the research methodology used in the study in terms of instrumentation, samplings, procedures of data collection and analysis
4 Chapter IV - “Findings and Discussion” presents the process of data analysis, presents relevant findings and raises a debate over what has been found above in the light of literature
5 Chapter V - “Conclusion, Implication and Recommendation” summarizes the results, presents implications inferred from participants’ answers and recommendation for future research
LITERATURE REVIEW
Definitions of AM
The concept of AM has been revised and completed over the history of research
Authentic materials (AM) are not specifically designed for teaching but serve as real-world resources that enhance learners' exposure to everyday contexts According to Dewi (2018), AM are created by individuals within their own environments and can be effectively utilized in educational settings, despite not being originally intended for pedagogical use Similarly, Bacon and Finnemann (1990) argue that AM are texts produced for and by native speakers for non-educational purposes This perspective is further supported by Dascalos and Lin (2005), highlighting the value of AM in language learning.
11) presented a similar definition with Bacon and Finneman (1990), which is referring to language used in society’s daily life and is not meant for pedagogical purpose In other words, as Kusumawardan et al (2018), this kind of material is not written for teaching and learning, but for providing information to communicate with the user These authors shared the same opinions about who created AM and what their purposes are Therefore, it is safe to claim that AM are from real life and serve for real situations
The evolution of language has led to the widespread use of authentic materials (AM) beyond their origins, allowing users to engage with real language within their own communities (Kilickaya, 2004) This suggests that AM are utilized broadly, transcending native speakers and cultural boundaries Regardless of the creators or their cultural backgrounds, AM do not need to conform to the standards of the original language, promoting inclusivity and diversity in language learning.
The differences in English language use between native and non-native speakers can be attributed to the adaptability of materials to fit specific communities, enhancing authenticity for users With a greater number of non-native speakers engaging with English across various contexts, not every utterance from native speakers serves as a suitable model for language learners (Nguyen, 2010).
Intonation plays a crucial role in communication, as both intonation and American English (AM) possess unique patterns that are not rigidly defined Trinh & Pham (2014) emphasize that AM effectively addresses the needs of individuals within a community, fulfilling the fundamental criteria of a language by serving real-life purposes.
This study aligns with various authors' perspectives on authenticity, emphasizing that the term "authentic" signifies something genuine and real in everyday life An item described as "authentic" should be created with a specific purpose; for example, a song conveys a story or emotion, a magazine imparts knowledge on a particular subject, a menu lists food options, and street signs guide drivers.
AM serves its primary purpose of aiding adaptation to real life rather than focusing on teaching Additionally, English is not solely produced by native speakers from countries like England or America; anyone can create English texts Every instance of speaking or writing in English contributes to this dynamic language.
AM is renewed and enriched Therefore, in this study, “authentic materials” refers to real things serving its original target and conceived by English users.
Types and sources of AM
Authentic materials (AM) can be classified into four distinct types based on their characteristics and intended uses These include the authenticity of the texts used as input data for learners, the authenticity of the learners' interpretations of these texts, the authenticity of tasks that promote language learning, and the authenticity of real social situations within the language classroom (Breen, 1985, cited in Minaflinou).
According to Oura (2012, p 67-68), as cited in Kusumawardani et al (2018), audio-visual materials are categorized into three main types: (1) Audio-visual materials engage both sight and hearing, including TV shows, music videos, films, and news; (2) Visual materials, which are solely observed through sight and have minimal text, encompass items like stamps, street signs, artworks, ink blot tests, and pictures; (3) Printed materials consist of various paper-based items such as newspapers, movie tickets, menus, medical instructions, maps, electronic guides, and bus schedules.
Al Darwish (2014) categorizes materials for EFL/ESL classrooms into four distinct types: Viewing Material, which includes silent films, TV commercials, quiz shows, and movies; Authentic Visual Materials, such as wordless picture books, photographs, paintings, and calendar pictures; Authentic Printed Materials, encompassing short stories, postcards, currency, cereal boxes, and candy wrappers; and Realia, consisting of everyday objects like crayons, scissors, balls, balloons, dolls, toothbrushes, combs, stuffed animals, paper cups, baskets, and glue.
According to the findings, educational materials (AM) can be either tangible substances that we can touch and feel or intangible resources that we can see and hear These materials are essential for developing specific skills in learners, such as audio resources that enhance listening abilities and visual aids that improve reading skills.
Positive effects of AM in English Skills
The positive influence of authentic materials (AM) on language learning is well-documented in literature, highlighting their role in boosting students' motivation and interest in acquiring a new language (Hartatik, 2006; Guo, 2012; Kusumawardani et al., 2018; Oguz & Bahar, 2008) These materials provide learners with exposure to real-life conversations and situations, enhancing their practical understanding Additionally, Abdulhakim et al (2015) emphasize that AM not only improves learners' English skills but also fosters essential non-linguistic factors such as accents, gestures, and speaking styles, which are vital for effective language acquisition Firmansyah (2015) corroborates this perspective, noting that students reported increased participation, competitiveness, and interaction in class when using authentic materials.
Research has consistently demonstrated the effectiveness of Active Methodologies (AM) in language learning This article examines the four fundamental English skills: Speaking, Reading, Listening, and Writing, highlighting how AM enhances each of these areas.
2.3.1 Positive effects of AM in Speaking
In a qualitative research on Students’ Views toward AM, Agriyanti & Malabar
A study conducted in 2016 revealed that English as a Foreign Language (EFL) learners responded positively to the integration of Active Learning (AM) in Basic Speaking classes This positive feedback was attributed to the use of three types of materials: video, pictures, and dialogues, which enhanced the learning experience.
Most students found the video engaging and inspiring, as it connected their studies to real-life experiences The short clips motivated them to explore the world and the target language's context Additionally, AM serves as an effective transport method, helping students gradually acclimate to real-life situations However, Agriyanti & Malabar (2016) noted that learners struggle with well-structured dialogues, often having difficulty understanding native speakers Despite their ability to use complex structures, everyday communication does not require perfection.
The use of pictures in teaching speaking has significantly enhanced students' understanding, as these visual materials offer valuable clues related to their learning This approach not only aids comprehension but also helps students connect with the culture of the target language, facilitating their practice of English speaking skills.
Recent studies indicate that presenting English cultural knowledge through contextual dialogues enhances students' understanding and use of the language These dialogues serve as a valuable supplement to videos, enriching students' awareness of the target culture This aligns with findings by Dewi (2011, as cited in Agriyanti & Malabar, 2016), which suggest that using dialogues is an effective method for teaching speaking skills and boosting students' confidence.
Minaflinou (2018) conducted a study on Communicative Competence in Benin to explore the perceptions of teachers and students regarding the use of specific teaching materials The findings indicated that the application of these materials significantly enhanced the learning atmosphere, fostering increased enthusiasm among students.
Boredom, often seen in ELF classes, gradually diminished as teachers fostered an engaging classroom environment, encouraging students to share their ideas with confidence Additionally, Losada et al (2016) supported Minaflinou's perspective, emphasizing that teachers' experience is crucial in effectively implementing alternative materials (AM) and providing necessary pedagogical support Proper training in the use of these materials is essential for maximizing their benefits in the classroom.
2.3.2 Positive effects of AM in Reading
A study by Kusumawardani et al (2018) in Indonesia examined the use of materials for teaching reading through observations and interviews The findings indicated that various activities, such as reading aloud, vocabulary exploration, verb-adverb-adjective differentiation, text analysis, and responding to teacher questions, enhance the reading instruction process.
By applying these activities, learners could deeply understand the texts
Similar sentiments are made by Bacon & Finnemann (1990) who point out that
Adaptive Multimedia (AM) enhances learners' reading skills by introducing new vocabulary and teaching them how to articulate their perspectives Reading significantly contributes to vocabulary and grammar acquisition, as texts often contain numerous new words and essential grammar structures vital for mastering a new language A study by Bal-Gezegin (2014) indicated that video may facilitate better vocabulary learning in language classrooms compared to audio alone While students acknowledged that video aids in vocabulary enhancement more effectively than audio, the critical role of Adaptive Multimedia remains evident.
Teachers often utilize authentic materials (AM) in grammar instruction to provide students with exposure to real language usage, as noted by Agriyanti & Malabar (2016) While textbooks are convenient for teachers, they can make grammar difficult for students to comprehend and apply in both written and spoken communication Therefore, incorporating authentic materials enhances students' understanding and practical use of grammar in real-life contexts.
9 well as reading should be put in a practical context so that students have a sense of achievement when understood and encourage further reading (Berardo, 2006)
Guo (2012) demonstrated that extensive reading positively impacts language acquisition through a quantitative analysis of experimental and control groups, revealing vocabulary gains and increased motivation from reading authentic texts Unlike academic reading, extensive reading focuses on shorter texts, with authentic materials (AM) playing a crucial role in enhancing proficiency by providing a sense of achievement and encouraging further reading (Berardo, 2006) Therefore, engaging with real short texts is often more accessible and less complex for learners compared to traditional educational texts.
2.3.3 Positive effects of AM in Listening
Mastering listening skills is essential for effective communication and positively impacts relationships It demonstrates an individual's ability to receive and process information from speakers Active listening can be an effective method for improving these skills.
In a research conducted to explore the use of songs in teaching listening skill, Apin
In 2013, it was emphasized that using songs as a teaching medium enhances the learning process by not only aiding teachers in developing students' listening skills but also offering an engaging method for students to reach their educational objectives.
A study by Dewi (2018) revealed that students who utilized authentic materials (AM) demonstrated improved performance compared to those who learned with non-authentic resources This conclusion was drawn from a thorough analysis of pre- and post-test results, indicating that AM significantly enhances students' listening comprehension Exposure to AM familiarizes learners with diverse accents and introduces them to commonly used vocabulary within the target context.
2.3.4 Positive effects of AM in Writing
Drawbacks of AM
Research highlights mixed effects of using Augmented Reality (AR) in language learning and teaching, revealing minor disadvantages such as challenges in selecting appropriate AR tools and difficulties in preparing related activities.
Minaflinou (2018) highlighted that many teachers faced challenges in selecting materials due to the foreign language environment, which was exacerbated by the absence of suitable English resources, including greeting cards, report cards, TV guides, food labels, magazines, and newspapers.
Using authentic materials (AM) in teaching presents significant challenges for teachers, particularly those working with English as a Lingua Franca (ELF) learners, who must evaluate the suitability, exploitability, and readability of the materials These challenges often stem from a lack of training and experience among educators Guariento and Morley (2001, cited in Agriyanti & Malabar, 2016) noted that lower-level students can become confused and demotivated by the complexity of language and performance conditions associated with AM, unless teachers carefully select simpler authentic texts For instance, newspapers can be particularly difficult for beginners to read and comprehend Additionally, research by Bal-Gezegin (2014) revealed that students reported challenges in understanding due to the fast speaking speed of characters and difficult accents.
In a study on using songs for teaching, it was found that the varying accents of singers posed significant challenges for students in their listening comprehension.
One significant drawback of using active learning methods (AM) is the considerable time teachers must invest in preparing relevant materials for their lessons (Rechard, 2011, as cited in Hidayat, 2016) Additionally, students often perceive AM activities as unrelated to the instructional content, particularly when watching videos (Bal-Gezegin, 2014) This disconnect may stem from teachers' challenges in designing appropriate activities that align with the lesson's objectives, leading to student disengagement and boredom.
2.5 AM in raising intercultural understanding
AM undoubtedly contains real-life factors which come from various nations and cultures They may enrich intercultural knowledge but cause cultural conflicts as well
According to Bersova (2014), the use of authentic materials (AM) significantly boosts cultural awareness in education A study involving two groups of students revealed that exposure to five articles, particularly from newspapers, heightened their understanding of global events These articles, sourced from various countries, effectively expanded their intercultural awareness and broadened their perspectives beyond their local context.
In a study by Pinzón (2020), it was found that exposure to artifacts of cultural significance, such as coins, books with ritual symbols, and films, enables students to express their perspectives and compare various beliefs This engagement fosters understanding, respect, and tolerance towards others, which is beneficial for teamwork and helps mitigate conflicts.
Minaflinou (2018) emphasized the importance of using active methodologies (AM) to enhance communicative competence in students One key strategy is to provide students with options regarding the content of class materials, which can be achieved by assessing their interests through an inventory.
Gather student feedback on their comfort levels with the four skills assignments and the associated processes used in class activities Encourage students to share their feelings about classroom activities by providing a formal feedback form while also inviting informal discussions to express their viewpoints.
(4) All four skills activities should include opportunities for students to play an active role in their own learning
His strategy focused on instructors' feedback regarding speakers Regularly providing feedback enables teachers to assess students' engagement, understanding, and their ability to apply knowledge in real-world scenarios.
In a study by Masood (2013) on using the grammar translation method (AM) to enhance writing skills, it was found that students engaged with actual texts while learning difficult vocabulary in their native language, Urdu The teacher facilitated understanding by encouraging students to share meanings and providing assistance when needed This approach allowed students to acquire valuable writing structures in context, making them more accessible and easier to comprehend The grammar translation method remains a traditional teaching strategy frequently employed in public schools.
To effectively achieve teaching goals, educators must consider key criteria, as highlighted by Agriyanti & Malabar (2016) These principles include understanding students' psychology, implementing effective classroom management, and selecting appropriate teaching strategies and materials.
According to Minaflinou (2018), selecting materials for language learning should consider students' needs, interests, age, gender, and proficiency levels, whether they are beginners, intermediate, or advanced For young learners, fostering excitement in the classroom is essential for effective language acquisition, prompting teachers to engage students and elevate their mood Additionally, educators must identify key focus areas such as vocabulary, grammar, and pronunciation to effectively utilize authentic materials (AM) Akbari and Razavi (2016) emphasize that AM serve as a bridge connecting real language use with real-world contexts, ensuring that learners' goals align with practical applications of the language.
AM they are planning to use
Bahraini and Tam (2013) identified key criteria for selecting appropriate instructional materials (AM), emphasizing relevance, proficiency level, and alignment with student preferences to enhance learning They introduced new principles focusing on students' language proficiency, diverse AM sources, and exposure to different accents and cultures These findings led to the development of criteria that guide both teachers and students in carefully choosing suitable AM, ensuring that users can maximize their learning benefits.
This study's framework was developed independently to align with its objectives, and all interview questions were crafted based on this framework.
Figure 1 The Framework of the Study
Perception towards Authentic Materials in teaching English to students aged 9-10
Issues consideration in using AM
Training in using AM Teachers in the English center in Hanoi
How to apply in lesson
RESEARCH METHODOLOGY
Rationale of choosing Qualitative method
The qualitative method is suitable for this study, which aims to explore the perceptions of teachers at an English center This approach is warranted due to the small number of teachers at the center, making it unsuitable for a quantitative analysis.
Case studies are valuable for their ability to provide comprehensive, systematic, and in-depth information within real-life contexts (Yin, 2009, p.2) They can focus on various subjects, including individuals, events, diseases, programs, or communities Researchers often utilize case studies to gain a deeper understanding of specific people, issues, and situations, particularly when the cases offer insightful information about the phenomenon being studied Consequently, a case study was conducted at an English center in Hanoi to explore teachers' perceptions.
Research Setting
This study was conducted at a renowned English center in Hanoi, Vietnam, known for its clear learning pathways and commitment to student outcomes All instructors hold a CELTA degree from Cambridge University, ensuring high teaching standards My choice of this center for the research was influenced by my three-month experience as an EFL intern, which provided ample opportunity to engage with the teachers Additionally, the topic of how teachers perceive Active Learning (AM) was both novel and intriguing, making it a compelling focus for my study.
Participants
Four of five teachers in this English center including two males and two females took part in this study, coded as teacher A, teacher B, teacher C and teacher
The remaining teacher was unable to participate in the research due to her upcoming relocation to another center in May All respondents consented to the terms outlined in the Participant Consent form provided prior to the interview and expressed willingness to provide further information Despite their diverse nationalities, they all reside in an English-speaking environment and have experience teaching English in non-English speaking countries.
Table 1 provides background information of the four interviewees
Table 1 Background information of the four participants
Gender Male Female Male Female
Nationality Philippines Peru Australia Philippines
Position Teacher Teacher Teacher Teacher, GLXM
15 years in Philippines, 2 years in South Africa and 4 years in Vietnam
10 years in Peru and 2 years in Vietnam
4 years in Philippines, 2 years in Singapore and 3 years in Vietnam
Procedure, Data Collection and Instruments
The qualitative research data was gathered through interviews with four English teachers, utilizing a set of over eleven tailored questions These questions were developed and refined collaboratively with my supervisor within a week, starting from March 27, 2022.
18 to-face and online interviews were conducted from 26th March to 13th April to get information The date of each interview was negotiated to suit the teachers’ schedule
At the start of the interview, participants were asked to sign the Participant Consent Form, agreeing to the terms that allowed for the recording of our conversations for later transcription They were assured of their identity's confidentiality and informed of their right to withdraw at any time The duration of each interview typically lasted around 30 minutes, varying based on the respondents' personalities The recorded discussions were subsequently transcribed, analyzed, and compared with relevant literature to draw conclusions.
The personal interview method is utilized in this study for its advantages in qualitative research, particularly with small sample sizes This approach ensures a high response rate through face-to-face interaction, allowing for immediate clarification of any misunderstandings and the opportunity to gather noteworthy information effectively.
The article includes ten key questions in the Appendix aimed at thoroughly exploring teachers' perceptions These questions delve into participants' views on the sources, usage, advantages, disadvantages, and relevant issues related to their experiences.
The article discusses an adjustment in the order of questions due to duplicate information regarding additive manufacturing (AM) It is divided into two parts: the first part includes general questions about typical materials used in AM, acknowledging that not all teachers possess comprehensive knowledge of the subject After providing a brief definition of AM, the focus shifts to how respondents perceive it The second part of the questionnaire gathers additional insights into perceptions through general questions that do not specify particular AM technologies.
Qualitative Data Analysis
There are several qualitative interpretations techniques researchers tend to use to make sense of the data collected, such as content analysis, grounded theory (Glaser
& Strauss, 1967), thematic analysis (Braun & Clarke, 2006) or discourse analysis
In this research, I employed a thematic analysis method to examine data gathered from interviews According to Braun & Clarke (2012), thematic analysis is designed to identify, organize, and offer insights into patterns of meaning, or themes, within a dataset.
Focusing on meaning within the data enables users to understand collective experiences and shared interpretations This approach is ideal for my research, as it allows for an in-depth exploration of teachers' perceptions through interviews.
All four audio recordings were thoroughly transcribed into English I then crafted detailed descriptions, developed my own themes, and provided interpretations influenced by both my perspectives and existing literature (Cresswell, 2013, p.184) The transcription data was securely stored in Google Documents for future reference The themes were constructed based on the interview questions, with the four teachers identified as Teacher A, Teacher B, Teacher C, and Teacher D, corresponding to the order of their interviews Their insights were presented as quotes to elaborate on their viewpoints.
Summary
This qualitative case study explored the use of Active Methods (AM) in teaching English to learners aged 9-10, focusing on data gathered from personal interviews Conducted at an English center in Hanoi, the research involved four participants The findings were analyzed thematically, leading to insightful conclusions about the effectiveness of AM in enhancing language learning experiences for young learners.
FINDINGS AND DISCUSSION
Findings and Discussion
4.1.1 Teachers’ perception towards the use and the frequency of using AM
4.1.1.1 The use of AM in teaching English
Four respondents reported utilizing all the materials listed in the initial question, which included typical examples for each type: audio-visual (TV shows), visual (street signs), and printed (magazines/newspapers), aligning with Oura's (2012) categorization of AM materials.
Teacher A emphasizes the importance of integrating diverse materials like songs, TV shows, magazines, and newspapers into English teaching from the very start of his career He believes that these resources are essential for educators, regardless of the age or background of the learners, and should always be a fundamental part of the teaching process.
Teacher B emphasized her agreement with the use of diverse materials, including songs, TV show clips, magazines, newspapers, and maps, in language teaching She also highlighted the additional resources she frequently employs, both at this center and in various classes elsewhere.
Teacher C emphasized his preference for using songs over TV shows for teaching, mentioning that he occasionally incorporates short clips or music videos, along with newspapers, to enhance grammar lessons for younger students He provided specific examples of the materials he utilized for different subjects, which clarified his approach and eliminated any confusion from the broader inquiry.
The last teacher emphasized the importance of using songs in education, while suggesting that full TV shows may not be suitable; instead, select YouTube English channels could be beneficial For older children aged 9-10, newspapers and magazines are recommended, but street signs are not considered effective learning tools.
21 exactly like going out and seeing the signs but we can show them in other ways because everything is on the Internet now.”
There is a similarity between teacher C and D in the subjects for whom they use
Higher-level materials such as newspapers, magazines, and music videos may not be suitable for children aged 9-10 due to their complexity Newspapers and magazines often contain academic information and intricate graphics that are difficult for this age group to comprehend (Banu, 2012) Similarly, while music videos offer a rich vocabulary and grammar, the content, including real songs, can be challenging for young learners to grasp Consequently, the perspectives on the use of advanced materials from participants C and D are justified Despite these challenges, advanced materials can be considered essential in lesson plans, as they are widely utilized by educators.
4.1.1.2 The frequency of using AM in teaching English
The frequency of using AM experienced a significant difference between four teachers The table below presents how frequent teachers use AM
Table2 How frequently the teachers use AM
A very often, in almost lesson
B not very frequently, maybe every two units
C very often, in every lesson
Teacher A highlighted the frequent use of songs as a representative instructional material, emphasizing their importance in his teaching approach He expressed a desire to play a particular song multiple times during a unit, likening the experience of listening to music to a menu in a restaurant, where students can savor and enjoy the content repeatedly.
The song serves as a metaphorical menu for students, engaging their senses and emotions similarly to food A emphasizes the importance of offering a variety of songs to maintain student interest, suggesting that repetitive use of the same style can lead to boredom However, he believes that if a song holds significant meaning for students, it should be included in lessons A advocates for the thoughtful integration of songs and Active Music (AM) across all units and lessons to enhance learning efficiency.
Teacher B utilized authentic materials (AM) such as songs and clips from TV shows every two units, believing that frequent use could lead to student fatigue, particularly among those less interested in singing or reading Similarly, Teacher D agreed, stating that incorporating too many AM in a single lesson could result in student boredom, leading her to use them sparingly.
“maybe one of them in a lesson” as D noted
Teacher C emphasized the importance of using videos in every lesson, particularly for younger students aged 9-10, stating that while newspapers and magazines are less effective, videos enhance learning He noted that children grasp concepts better through visual stimuli, as they can connect sound, emotion, and body language, even if they don't understand every word This approach aligns with research indicating that visual information is more easily processed by children's minds (Banu, 2012).
The analysis revealed both significant and minor differences among the four opinions, likely influenced by the teacher's interests and teaching styles A notable factor is that teachers' preferences for specific materials can enhance their enthusiasm in selecting resources for their lessons For instance, Teacher A's passion for singing led him to favor the use of songs in his teaching approach.
Listening to music, particularly English songs, can be an effective tool for teaching vocabulary and grammar to children aged 9-10 The teaching style of educators significantly influences their choice of materials; for instance, those aiming to create a fun classroom atmosphere often incorporate music regularly, allowing for engaging activities Conversely, to foster a more serious environment, teachers may opt to use music less frequently, encouraging students to focus more on the lesson However, it is important to note that excessive use of music can lead to distractions in the learning process.
4.1.1.3 Teachers’ perception towards how they use AM in lessons
Each teacher employs unique teaching techniques, particularly when integrating Active Methods (AM) in the classroom Teacher A, for instance, follows a structured approach to lesson planning, emphasizing the importance of selecting appropriate materials for the day's lesson He highlights the use of songs as an effective example in his teaching strategy, particularly during informative lessons.
I plan to use this song as a teaser before class officially begins, creating an engaging atmosphere Once the concepts have been taught, I will incorporate the song into the lesson, teaching the lyrics and related concepts This approach allows the song to serve as a memorable aid for students, helping them grasp the fundamental topics in the curriculum.
The use of songs and audiovisual media, such as TV programs and video clips, is emphasized as a valuable tool in education, particularly in Asia These resources effectively engage learners and enhance knowledge acquisition, aligning with the educational objectives we aim to achieve in our lessons.
Conclusion
The interview findings revealed that four teachers have distinct perceptions of using authentic materials (AM) in English teaching Overall, they utilize these resources to effectively convey knowledge to English as a Foreign Language (EFL) students The teachers' responses to perception questions reflect their individual characteristics and teaching styles Participants expressed a positive attitude towards AM, appreciating its variety, availability, and practicality, regardless of their specific usage methods.
CONCLUSION, IMPLICATION AND
Summary of the findings
This study explores the perceptions of teachers at an English center in Hanoi regarding the use of Active Methodologies (AM) in teaching students aged 9-10 Through a series of questions, the research examined the teachers' views on AM, including its application, sources, benefits, drawbacks, and their training in utilizing these methods The findings revealed both similarities and differences in the perspectives of the four respondents.
All four teachers acknowledged their frequent use of Active Materials (AM) not only for instructing students aged 9-10 at the English center but also across various subjects at different educational levels Among the respondents, three out of four indicated that they regularly incorporate these materials into their lessons, highlighting their preference for specific types of AM.
In educational settings, audio-visual materials (AM) are commonly utilized, including songs, short clips about daily life, and content from magazines or newspapers Some educators introduce AM at the start of a lesson to engage students and set a model before the official class begins, while others incorporate these materials during the lesson to enhance vocabulary and grammar instruction.
It all depend on teachers’ interest and teaching style
Teachers express similar concerns regarding the use of Active Learning (AM), particularly focusing on the relevance of topics and the maturity levels of students They emphasize the importance of assessing learners' abilities prior to introducing any AM strategies If the AM content is too challenging, students may become disengaged and lose motivation.
All participants acknowledged that Active Methodology (AM) enhances students' skills in reading, writing, listening, and speaking; however, they face various challenges Notably, only one participant found the selection of AM and the preparation of related activities to be easy Conversely, many expressed that they enjoy engaging in the entire process.
Filtering AM content can be time-consuming, as it requires careful reading and consideration Additionally, the speed and varying accents of characters in AM-like songs, videos, and dialogues may lead to misunderstandings.
The findings suggest that the advantages of Active Learning (AM) surpass its disadvantages, as educators incorporate AM into their teaching practices to varying degrees Depending on their objectives, teachers can employ AM as either a supplementary tool or a central component of their lessons.
Concerning the sources of AM, teachers believed that AM are not necessarily created by native speakers, but by anyone, any country that uses English Besides,
AM are not designed for pedagogical purposes, they serve their own original purpose.
Implications
A variety of implications are outlined for educators over the world, as well as advice for teachers in using AM in teaching English
Teachers working with children aged 9-10, as well as those of all ages, should recognize the significant benefits of using authentic materials (AM) in their teaching AM serves as a practical tool for developing learners’ skills beyond traditional textbooks, sparking interest and motivating students to engage with English culture However, educators must also be aware of potential challenges associated with AM It is crucial to leverage the strengths of AM while addressing its drawbacks through effective solutions Ultimately, the experience of teachers plays a key role in overcoming these challenges, highlighting the importance of ongoing professional development and preparation for educators.
AM-based learning should be more widely adopted in education, as it connects students with real-life experiences, events, and cultures This approach allows teachers to design lesson plans tailored to their students' proficiency levels, enhancing engagement and fostering exploration of the target language Consequently, integrating AM as a supplementary teaching method deserves greater emphasis.
When selecting authentic materials (AM) for students, it's crucial to ensure that the content is appropriate for their knowledge level and language proficiency Teachers should avoid using complex resources, such as political newspapers or science talk shows, for beginner classes, as these can create significant comprehension challenges Thus, careful consideration must be given to the selection and filtering of AM regarding content, topic, and language to enhance students' learning experiences.
Teachers must offer sufficient support and preparation to help students engage with Active Learning (AM), especially since it may be a new challenge for many It is essential for educators to guide students in overcoming difficulties and ensure they do not face obstacles alone.
Limitations
This BA graduation dissertation faces several limitations, primarily due to the small case study conducted at an English center, where data was collected from only four out of five respondents Consequently, the results may not be generalizable to other contexts Additionally, workplace regulations hindered the ability to conduct observations, which could have enriched the data gathered from interviews Incorporating both interviews and observations related to teachers' perceptions would have provided more comprehensive insights into the findings.
Due to time constraints in my research, I had limited opportunity to read and review existing literature, which has impacted my knowledge and consequently influenced my writing and thinking style.
Recommendation for future studies
Given the novelty of Active Learning (AM) in Vietnam, it is essential to conduct further research to explore students' perceptions of AM in English learning This study should include comparisons to gather diverse viewpoints Additionally, employing research methods like observational data collection will provide a deeper understanding of the complex, multidimensional nature of AM perception Future research should focus on these aspects to enhance the overall effectiveness of AM in educational contexts.
40 researchers should use quantitative methods with large samples to get more reliable findings
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This appendix presents the interview questions of the interviews with four respondents
1 Have you ever used some of the following materials in teaching: songs, TV shows, magazines/ newspapers, street signs?
1.1 What do you use them for?
1.2 Describe how you use them step by step? (When did you give students a song? at the beginning, the middle or at the end of the class?) You can take an example of using songs/TV shows/ news
1.3 How often do you give students a song/ a newspaper? every lesson or less/more? 1.4 By using them, what benefits do you get in teaching (English skills)?
1.5 What challenges did you face when selecting these materials (song, news, Tv show) for teaching students in the 8-9 age group? What do you consider before bringing them into class?
1.6 Do you meet any difficulties when designing related activities? What are they?
1.7 If you haven't used it, do you plan to use it in the future? What materials do you think you will use? Why?
1.8 If you’re required to prepare at least 1 actual material like street signs, magazines, menus, recipes, will it take your time to prepare? What other difficulties do you think you will encounter? (Filtering, selecting, prepare related activities, explaining all new tough words, anything else)
1.9 What will you consider before using real-life materials?
→ These materials like songs, magazines, leafloat, posters, are real-life materials aka authentic materials (AM)
2 According to a researcher, AM are materials made by native speakers that can be used in teaching and learning process but not purely designed for teaching
Do you think you share the same opinion?
3 What is the definition of authentic materials in your viewpoint?
4 Are AM necessarily created by native speakers? (Yes/No Why?)
5 Can AM cause cultural conflicts?
6 Compare AM and textbooks from your point of view
7 Do you agree with the statement that benefits of AM exceed their drawback? (Why?)
8 Should teachers be trained in the skills of using AM in teaching? Why?
9 What advice will you give to the other teachers when using AM in teaching language?
Appendix 2 CONSENT FORM TO TAKE PART IN THE STUDY
1 I voluntarily agree to participate in this research study
2 I understand that even if I agree to participate now, I can withdraw at any time or refuse to answer any question without any consequences of any kind
3 I understand that I can withdraw permission to use data from my interview within two weeks after the interview, in which case the material will be deleted
4 I have had the purpose and nature of the study explained to me and I have had the opportunity to ask questions about the study
5 I understand that participation involves interview and follow up to get further opinions
6 I agree to my interview being audio-recorded
7 I understand that all information I provide for this study will be treated confidentially
8 I understand that in any report on the results of this research my identity will remain anonymous This will be done by changing my name and disguising any details of my interview which may reveal my identity or the identity of people I speak about
9 I understand that disguised extracts from my interview may be quoted in this graduation thesis, conference presentation and published paper
10 I understand that if I inform the researcher that myself or someone else is at risk of harm they may have to report this to the relevant authorities - they will discuss this with me first but may be required to report with or without my permission
11 I understand that signed consent forms and original audio recordings will be retained in Banking Academy of Vietnam until May 22 th
12 I understand that a transcript of my interview in which all identifying information has been removed will be retained for two years
13 I understand that under freedom of information legalization I am entitled to access the information I have provided at any time while it is in storage as specified above
14 I understand that I am free to contact any of the people involved in the research to seek further clarification and information
Full name: Nguyen Thi Kim Lien
I believe the participant is giving informed consent to participate in this study
Student Papers: 14% exclude quoted exclude bibliography excluding matches < 10 words mode: quickview (classic) report Change mode print refresh download
1% match (Internet from 23-Apr-2021) https://Www.arcjournals.org/pdfs/ijsell/v6-i10/2.pdf
1% match (Internet from 14-Mar-2022) https://repository.nwu.ac.za/bitstream/handle/10394/38834
/Sibanda%20DM%2025368702.pdf?isAllowed=y&sequence=1
1% match (student papers from 10-Aug-2021)
Submitted to Regenesys Business School on 2021-08-10
1% match (Internet from 25-Feb-2022) https://ore.exeter.ac.uk/repository/bitstream/handle/10871/126093
Hidayat, Apin "THE USE OF SONGS IN TEACHING STUDENTS’ LISTENING ABILITY", Journal of English and Education, 2014
1% match (student papers from 24-Feb-2022)
Submitted to Pontificia Universidad Catolica del Ecuador - PUCE on 2022-02-24